An Action Research On The Effective Design Of Post-reading Activities In High Schools

The Pre-reading, While-reading and Post-reading (PWP) English reading class is widely applied in high schools in China. Post-reading is a critical follow-up step to consolidate and apply the newly acquired knowledge. It is also a stage where students and teachers can evaluate the effectiveness of the class. However, due to a variety of problems, the post-reading stage is either ignored or fails to achieve its aims.In view of this reality, this present study takes the form of action research to explore some effective ways to improve the design of post-reading activities. Action research advocates that teachers take the role of researchers, investigate their own teaching problems, reflect on their own classes and improve their own teaching. This action research begins with the analysis of the problems in post-reading activities. To address the problems, two post-reading designing models, the RP (Revision-Production) model and then RRP (Revision-Reflection-Production) model, are figured out and practiced successively.This action research consists of two rounds. The first round follows the RP model to ensure that the post-reading activities are based on the text. However, a new problem arises that students do not bother to think actively in the process. To solve this problem, modification is made and the RP model is upgraded to the RRP model, with the additional reflection step to urge students to think actively. The second round of action research applies the RRP model to teaching practice. According to the questionnaires and interviews before and after the action research, it is proved that the action research can help teachers to design effective post-reading activities. Besides, the students can be encouraged to read deeply and think actively.